An equitable youth-led education

Vision statement 

A youth-led education empowers students to be active co-constructors of their own education with the goal of developing them as self-aware, compassionate, innovative change makers for a sustainable, equitable world. Student voices and needs define curricular content, skills taught, learning modalities, assessments, and reporting.  

In the youth-led model of education, learners develop a holistic, experiential understanding of themselves, the planet's ecosystems, and the complex human systems that define modern living. Guided by teachers, subject matter expert mentors, and thought leaders they collaborate with local and global peers in the pursuit of solutions for a socially inclusive and environmentally responsible world.  

The claims and pillars of a youth-led education are described in the blog. Start with Why now? Read this blog post.

Integrally equitable  

A youth-led education is unequivocally equitable. The most disadvantaged students need the greatest power and support to transform their circumstances. Empowered to lead their education, they will develop the self-awareness, resilience, and skills to lift themselves, their community, and their global peers to brighter horizons. Their education needs to be equitable in: 

  • Access: Easily available to every learner on the planet 

  • Agency: Driven by the learner - self-motivated, self-driven, self-sufficient, and cultivates self-awareness 

  • Relevance: To the times, the locale, the circumstance 

  • Representation: Represents all, and a multitude of perspectives 

Agency and relevance are the focus of the research and writing on this website. 

What it is, what it is not 
 
A youth-led education: 

  • Emphasizes a holistic understanding of self, life, and living systems 

  • Ensures both economic security through development of modern-world skills, and a commitment to social and civic responsibilities  

  • Allows students the space, time and resources to inquire in depth 

  • Situates curricula in contemporary problems paired with a deep study of history 

  • Occurs in globally connected classrooms 

  • Is not based solely on student interests, questions; acting as provocateurs educators create an environment of inquiry, and collaborate with students to develop a responsive course of study 

  • Is also driven by outcome-focused goals